Unit Title: Realism and The Awakening

Teacher: Sarah Geist

Focus Class Description: Honors English 11; virtual learning with block schedule

Essential Question(s): How do social expectations surrounding status, gender, marriage, motherhood, love, and other issues affect our lives? What happens when someone decides to defy
social expectations? How can feminism, naturalism, regionalism, and/or realism impact how we think about social expectations?

Prior Knowledge: Kate Chopin background; New Orleans background; feminism, naturalism, and realism; “A Pair of Silk Stockings”

Objectives/Goals of the Unit:

SWBAT analyze how Chopin uses literary devices to portray feminism, naturalism, regionalism, and/or realism in The Awakening.
SWBAT make an argument about the text and support it using concise language.
SWBAT answer the essential question during class discussions.

Summative Assessment: Extended Paragraph

Monday Tuesday Wednesday Thursday Friday

SWBAT analyze how Chopin uses SWBAT share their thoughts on the
literary devices to portray feminism, text and how it relates to the
NO SCHOOL naturalism, regionalism, and/or essential questions.
realism in The Awakening.
In-Class Activities:
In-Class Activities: ● Quiz Ch. 1-16
● Introduce The Awakening ● Meme Activity
Extended Paragraph + ● Discuss Ch. 1-16
sample paper
Independent Work:
Independent Work: ● The Awakening + questions
● The Awakening + questions
● Think about extended
paragraph / thank you letter

SWBAT discuss one or more ideas SWBAT share their thoughts on the
for their extended paragraphs. text and how it relates to the
essential questions.
In-Class Activities:
 ● Extended paragraph
check-in
● Writing conferences
● Exit Ticket
Independent Work:
● The Awakening + questions
● Work on extended
paragraph
SWBAT collaborate with the peers
to analyze and revise their writing.
In-Class Activities:
● Optional Google Meet for
peer review and/or teacher
conferences
Independent Work:
● The Awakening + questions
● Work on extended
paragraph
In-Class Activities:
● Quiz Ch. 17-32
● Discuss Ch. 17-32
Independent Work:
● The Awakening + questions
● Work on extended
paragraph
HALF-DAY (37 minutes) SWBAT make an argument about
the text and support it using concise
SWBAT share their thoughts on the language.
text and how it relates to the
essential questions. In-Class Activities:
● Extended paragraphs (due
In-Class Activities: BEFORE class)
● Discuss end of book
Independent Work:
● The Awakening + questions
(due MIDNIGHT)
● Work on extended
paragraph
 The Awakening Extended Paragraph DUE 11/20

Your task is to choose one small aspect (a word, an image, a detail, etc) of The Awakening and
write a long paragraph explaining how Chopin uses that device to portray a tenet/belief of
one of the -isms we have studied in class (realism, regionalism, naturalism, feminism).

Your audience is somebody who has already read the novel, so you do not need to summarize
the story. Instead, begin your paragraph with your claim (should only be one sentence) and
then get straight to your analysis. Make sure to include the quotation with your chosen device
somewhere in your paragraph.

The smaller and more narrow you can make your topic, the easier it will be to successfully
support your position.

The final draft of your paragraph should be 300 - 500 words.

This assignment is worth 40 points. See the rubric for a detailed outline of the point
distribution.

You can earn up to three points of extra credit for attending the optional peer review session.
The amount of points you earn will be dependent on your participation during this time.

Topic Conferences: Tuesday, November 10th

Optional Peer Review: Tuesday, November 17th

Final Draft Due: Friday, November 20th

ALL WORK SHOULD BE TURNED IN BEFORE CLASS ON THE RELEVANT DUE DATE.
Sarah Geist
English 11H
Ms. Russo
10/13/2020

Skewed Scar: An Analysis of Realism and Arobin’s Scar in The Awakening

In Kate Chopin’s novella The Awakening, the scar on Alcee Arobin’s wrist illustrates the

imperfection of everyday life. After dining with Edna one night, Alcee begins to tell her about

his mischievous childhood. As an example of his bad behavior, he pulls up his sleeve “to exhibit

upon his wrist the scar from a saber cut which he had received in a duel outside of Paris when he

was nineteen” (76). Alcee’s scar is evidence of damage. In order for someone to have a scar,

they must have first been injured. Moreover, that injury must heal, but not in a way that returns

the body to the state it was in before the damage. In the formation of a scar, the old, perfect

tissue is replaced with new, imperfect tissue. For Arobin, who got his scar in a duel, the mark on

his wrist indicates that he was not only wounded, but also that he lost his fight. As a result of his

imperfect sword skills, Alcee’s skin is made imperfect as well. Alcee’s scar, evidence of a

mistake from his past, reveals his flawed nature and is consistent with realist attempts to convey

life as it is, not as we would like it to be. Chopin does not try to hide the defects of the novel’s

romantic challenger, instead actively portraying him as scarred, damaged, and imperfect. In

addition to Arobin’s scar functioning as a source of imperfection, Edna’s negative reaction to the

scar and her subsequent description of it as “sicken[ing]” (76) further demonstrates a flawed,

almost ugly portrayal of Alcee. Arobin’s scar is so ugly, so unattractive, that it causes Edna to

physically distance herself from him. Its offensiveness illustrates that the scar is more than

damage; it is disfigurement. Chopin does not hide or underplay the appearance of Alcee’s

wound. Instead, she realistically describes his scar, embracing the imperfection and sometimes

ugliness of real life. Edna’s response to the scar is particularly interesting because it
foreshadows the development of her relationships with Arobin and Robert Lebrun. Arobin is not

only imperfect in general, but he is also not perfect for Edna. In a strong alignment with realism,

Alcee Arobin is portrayed as flawed and imperfect. He is damaged, from his sordid past, his

current reputation, and from the scar on his wrist.

Word Count: 387

 Day 1

Prior Knowledge Chopin/-ism-NOLA slides; “A Pair of Silk Stockings”

Lesson Objective(s) SWBAT understand the expectations for the extended
paragraph assignment.
SWBAT express their feelings and/or concerns about the
2020 election.
Materials Needed Extended paragraph description; rubric; extended paragraph
example; listening space norms

Time Learning Task Methods or Procedures

5 Attendance Check Students will answer the question:
What is something you do for self care?

Take attendance as students respond.

15 Explain Extended Paragraph
20 Post-Election Listening Space
SWBAT express their feelings
and/or concerns about the
2020 election.
Go through The Awakening Extended
Paragraph assignment description,
clarifying and elaborating requirements
of the assignment as needed. Show
students where they can find the rubric.
Briefly summarize the example paper
and explain how each chunk of the
essay follows CLEvR. Answer any
questions that the students have about
the assignment.
Students who do not wish to participate
in the listening space can leave the meet
at this time. For those students who
remain, explain the norms for the
listening space. Students will talk with
each other without teacher facilitation,
but do intervene if something is said
that violates any of the norms.
 Day 2

Prior Knowledge Chopin/-ism-NOLA slides; “A Pair of Silk Stockings”; Extended

Paragraph assignment description
Lesson Objective(s) SWBAT answer comprehension questions on Ch. 1-16 of The
Awakening.
SWBAT create original memes based on a scene(s) from The
Awakening and one of the four -isms (realism, naturalism,
regionalism, feminism).
SWBAT share their thoughts on Ch. 1-16 of The Awakening.
Materials Needed Ch. 1-16 Quiz; Meme Slides; The Awakening + questions

Time Learning Task Methods or Procedures

10 Ch. 1-16 Quiz Students will have 10 minutes to take
the quiz. When they are finished, they
should wait silently for the next activity.
20 The Awakening/-Ism Memes Explain all the directions before putting
students into breakout rooms. After
answering any questions, put students
randomly into four breakout rooms.
Change the name of each breakout room
to one of the four -isms (realism,
naturalism, regionalism, feminism).
Each group should be assigned a
different -ism.

Once in their groups, students should

find the corresponding slides. For the
first slide, they should discuss and
briefly explain in the text box how the
meme relates to their -ism. For the
second slide, they should create their
own meme based on how their -ism is
portrayed in the first part of The
Awakening. They can use any digital
tool they want to make their meme, but
are encouraged to use the tools linked
in the slideshow.

Move between groups to answer

questions and assist student discussion.

Once all groups have finished, bring

everyone back to the main room. Each
 group will informally share their memes
and explanations.
30 Ch. 1-16 Discussion Begin by clarifying any confusion over
characters and/or names in the novel.
Encourage students to answer each
other’s questions. Then lead an open
discussion about Ch. 1-16 of The
Awakening. Encourage students to add
their own questions and comments,
using their annotations and/or
discussion questions as starting points.
Some possible discussion topics include
first impressions of Edna and her
relationships, gender and marriage
roles, and symbolism in the novel. To
end the discussion, ask the students to
make predictions about Edna’s future.
2 Reminders Remind students that they need to have
at least one idea for their extended
paragraphs before writing conferences
next week. Answer any questions about
upcoming readings and/or assignments.
 Day 3

Prior Knowledge Chopin/-ism/NOLA slides; “A Pair of Silk Stockings”; Extended

Paragraph assignment description; Ch. 1-16 of The Awakening
Lesson Objective(s) SWBAT make a claim about the connection between a literary
device of their choice and one of the four -isms in The
Awakening.
SWBAT asks questions and discuss their writing with one
another.
Materials Needed Check-In; The Awakening; Exit Ticket

Time Learning Task Methods or Procedures

5 Check-In Students will complete the Extended
Paragraph check-in.
10 Work Time/Group Making Read through the check-in responses
and put students in groups (3-4
students per group) based on
topics/ideas for papers. Group people
with similar topics together. Students
may work on their reading during this
time.
20 Conferences Put students in break-out rooms.
Students will discuss their ideas and
questions that they have about their
writing. Students can use the
conference questions to guide their
discussions. Visit each room to hear
students’ ideas.
5 Questions Answer any questions that occurred
frequently in the check-in. Answer any
additional questions that students have.
5 Exit Ticket Students will complete the exit ticket.
 Day 4

Prior Knowledge Chopin/-ism/NOLA slides; “A Pair of Silk Stockings”; Extended

Paragraph assignment description; Ch. 1-16 of The
Awakening; narrowing a claim
Lesson Objective(s) SWBAT answer comprehension questions on Ch. 17-32 of The
Awakening.
SWBAT write their own discussion questions on Ch. 17-32 of
The Awakening and use those questions in discussion.
SWBAT share their thoughts on Ch. 17-32 of The Awakening.
Materials Needed Ch. 17-32 Quiz; The Awakening + questions

Time Learning Task Methods or Procedures

10 Ch. 17-32 Quiz Students have ten minutes to complete
their quiz. When they finish, they can
turn their cameras off.
30 Ch. 17-32 Discussion Lead an open discussion about Ch.
17-32 of The Awakening. Encourage
students to add their own questions and
comments, using their annotations
and/or discussion questions as starting
points. Some possible discussion topics
include Edna’s relationship with Robert
vs. her relationship with Alcee, gender
and marriage roles, New Orleans vs.
Grand Isle, and symbolism in the novel.
To end the discussion, ask the students
to make predictions about Edna’s
future.
 Day 5

Prior Knowledge Chopin/-ism/NOLA slides; “A Pair of Silk Stockings”; Extended

Paragraph assignment description; Ch. 1-32 of The
Awakening; narrowing a claim
Lesson Objective(s) SWBAT asks questions about and provide suggestions for
their peers’ extended paragraphs.
Materials Needed Thank You Notes example; extended paragraph rubric

Time Learning Task Methods or Procedures

10 Pet Day! Students who want to can introduce
their pets to the class.
5 Thank You Notes Explain that students will write four of
their own thank you notes based on the
examples from Jimmy Fallon. Students
may write about anything they choose
as long as they do not disparage a
teacher or other student.
5 Reminders Remind students of upcoming due
dates:
● Finish The Awakening by
tomorrow
● Extended Paragraph and Thank
You Letters due Friday
Remind students of the half day
schedule tomorrow.
30 Peer Review Go over the extended paragraph rubric
and give students some tips for
participating in a helpful peer review.

Have each student say what stage of

their writing they are at. Put students
into groups based on their progress.

Once students go into breakout rooms,

move from room to room, listening,
answering questions, and offering
additional resources and/or strategies
for students.
 Day 6

Lesson Objective(s) SWBAT take a stance on two questions about the end of The
Awakening and defend those opinions using evidence from
the text.
SWBAT respond directly to each others’ ideas and take more
control over the class discussion.
Standards CCSS.ELA-LITERACY.RL.11-12.1
Cite strong and thorough textual evidence to support analysis
of what the text says explicitly as well as inferences drawn
from the text, including determining where the text leaves
matters uncertain.
CCSS.ELA-LITERACY.SL.11-12.1.C
Propel conversations by posing and responding to questions
that probe reasoning and evidence; ensure a hearing for a full
range of positions on a topic or issue; clarify, verify, or
challenge ideas and conclusions; and promote divergent and
creative perspectives.
Materials Needed Jamboard; The Awakening (one copy per student); The
Awakening Discussion Questions
Dialogic Tool Four Corners/Take a Stance

Time Learning Task Methods or Procedures

5 Check-In As students join to Meet, check in to see
how they are doing and/or how they
felt about the end of the novel.
10 Discussion Question 1 Open the Jamboard and share your
screen. Instruct students to open the
Jamboard using the link in the class
calendar and in the chat.

For the first slide, students will think

about the following question: Did Edna
intend to die when she went into the
water?

Students should put a sticky note with

their initials somewhere on the line to
represent the extent to which they
believe Edna’s death was purposeful.

Once most students have added a sticky

note, invite them to share their
opinions. Students should explain why
they placed their sticky note in a

10 Discussion Question 2
6 General Discussion
6 Reminders and Questions
particular place and use evidence from
the text to support their responses.
For the second slide, students will think
about the following question: Were
Edna’s actions at the end of the story
justified?
Students should put a sticky note with
their initials somewhere on the line to
represent the extent to which Edna’s
actions were justified.
Once most students have added a sticky
note, invite them to share their
opinions. Students should explain why
they placed their sticky note in a
particular place and use evidence from
the text to support their responses.
Facilitate a discussion on The
Awakening in general, inviting students
to share if they liked the text and what
they learned from the unit.
Remind the students that their
extended paragraph responses for The
Awakening are due BEFORE CLASS on
Friday. Answer any questions students
still have about the text or the
assignment.
 Day 7

Prior Knowledge Chopin/-ism/NOLA slides; “A Pair of Silk Stockings”; Extended

Paragraph assignment description; all of The Awakening;
narrowing a claim and providing support for that claim
Lesson Objective(s) SWBAT analyze how Chopin uses literary devices to portray
feminism, naturalism, regionalism, and/or realism in The
Awakening.
SWBAT reflect on their writing and identify one thing they
want to stop doing, one thing they want to start doing, and
one thing they want to continue doing in their writing.
Materials Needed Journal prompt; extended paragraphs

Time Learning Task Methods or Procedures

5 Journal Warm-Up
5 Attendance Check
On a scrap piece of paper, students will
respond to the prompt.
Each student will share their response
to one question from the journal. Begin
with volunteers, then call on students
who still need to share.

Take attendance as students participate.

10 Writing Discussion Lead a general discussion about the
challenges of writing extended
paragraphs and what the students
learned from the assignment.